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Representation of the interdisciplinary topic Personal and social development in extracurricular activities
No full textSvjedoci smo naglih društvenih promjena te značajnog pomaka u gotovo svim područjima rada, posebno u znanosti i tehnologiji, stoga obrazovanje postaje sve važnije jer ljude treba pripremiti za izazove i zahtjeve suvremenog svijeta. Kako bi se učenicima omogućilo što kvalitetnije provođenje slobodnog vremena, organiziraju se izvannastavne aktivnosti kao oblik odgojno- obrazovnog rada, koji se planira i provodi svake školske godine kao dio školskoga kurikuluma. U izvannastavne aktivnosti implementiraju se različiti nastavni sadržaji, kao i sadržaji međupredmetnih tema. Cilj rada bio je utvrditi uključenost međupredmetne teme Osobni i socijalni razvoj u izvannastavne aktivnosti osnovne škole. Radom na dokumentaciji, odnosno analizom sadržaja izvannastavnih aktivnosti unutar školskih kurikuluma petnaest osnovnih škola u Osječko- baranjskoj županiji utvrdilo se koji su ciljevi i sadržaji takvih aktivnosti. Dobivenim rezultatima želi se prikazati je li međupredmetna tema Osobni i socijalni razvoj zastupljena u analiziranim izvannastavnim aktivnostima, odnosno koje su domene i njihova odgojno-obrazovna očekivanja te ključni sadržaji zastupljeni u izvannastavnim aktivnostima razredne nastave tijekom školske 2023./2024. godine. Rezultati provedenog istraživanja pokazali su da je međupredmetna tema Osobni i socijalni razvoj zastupljena u ciljevima i sadržajima izvannastavnih aktivnosti. Uočena je neravnomjerna zastupljenost domena ove međupredmetne teme u analiziranim školskim kurikulumima gdje su u većini škola najzastupljenije domena A (Ja) i domena C (Ja i društvo). Ove domene uključuju istraživanje osobnog identiteta te prepoznavanje vlastite uloge u društvu, što ukazuje na to da su škole prepoznale važnost učenja i poučavanja ove međupredmetne teme u izvannastavnim aktivnostima jer svojim sadržajima doprinosi osobnom i socijalnom razvoju učenika pripremajući ih za aktivno sudjelovanje i napredak u društvu. U većini škola uočena je i domena B (Ja i drugi) koja podrazumijeva razvoj socijalnih vještina i uvažavajućih odnosa s drugima, no ona nije zastupljena u jednakoj mjeri kao domene A (Ja) i C (Ja i društvo).We are witnesses of sudden social changes and a significant shift in almost all areas of work, especially in science and technology, therefore education becomes more and more important because people need to be prepared for the challenges and demands of the modern world. In order to enable students to spend their free time as efficiently as possible, extracurricular activities are organized as a form of educational work, which is planned and is conducted every school year as part of the school curriculum. In extracurricular activities various teaching contents are implemented, as well as the contents of cross-curricular topics. The aim of the work was to determine the inclusion of the cross-curricular topic Personal and social development in extracurricular activities of elementary school. In working on documentation, i.e. content analysis of extracurricular activities within the school curriculum of fifteen primary schools in Osijek-Baranja County, it was determined what the goals and contents of such activities are. The results of this analysis aimed to show whether the cross- curricular topic Personal and social development is represented in analyzed extracurricular activities, in other words which domains and their educational expectations and key contents are represented in the extracurricular activities of the low-primary classes during the 2023/2024 school year. The results of the conducted research have shown that the cross-curricular theme Personal and Social development is represented in the goals and contents of extracurricular activities. An uneven representation of the domains of this cross-curricular topic is noticed in the analyzed schools curricula where domain A (I) and domain C (I and society) are most represented. These domains include the exploration of personal identity and self-recognition roles in society, which indicates that schools have recognized the importance of learning and teaching this cross- curricular topic in extracurricular activities since it contributes to personal and social development of students, preparing them for active participation and progress in society. In most schools, domain B (I and others) was also observed, which implies development of social skills and respectful relationships with others, but it is not represented to the same extent as domains A (I) and C (I and society)
Education of preschool children for a sustainable future
No full textTema ovog rada usmjerena je na odgoj i obrazovanje djece za održivu budućnost, s posebnim naglaskom na razvoj njihove ekološke svijesti i razumijevanja problematike održivog razvoja. U kontekstu sve prisutnijih ekoloških izazova, poput klimatskih promjena, onečišćenja okoliša i smanjenja biološke raznolikosti, obrazovanje za održivi razvoj postaje temeljno za oblikovanje budućih generacija. Predškolsko razdoblje je od presudne važnosti jer predstavlja temelj za razvoj stavova, vrijednosti i ponašanja djece u budućnosti. Rad je strukturiran u teorijski, istraživački dio i prikaz projekta. Teorijski dio obuhvaća šest poglavlja: prvo poglavlje razmatra važnost ekološke svijesti i integraciju ekoloških tema u kurikulum vrtića; drugo poglavlje naglašava značaj sveobuhvatnog pristupa u kurikulumu predškolskih ustanova; treće poglavlje sadrži pristup i metode kako djeci na jednostavan način približiti pojam klimatskih promjena; četvrto poglavlje analizira ulogu odgojitelja u obrazovanju za održivu budućnost; peto poglavlje proučava vještine potrebne djeci za odgovorno ponašanje; šesto poglavlje fokusira se na implementaciju projektnog učenja u predškolskom odgoju. Istraživački dio rada uključuje kvantitativno istraživanje koje se temelji na rezultatima kviza znanja „Čuvajmo naš planet“ te kvalitativno istraživanje koje analizira odgovore djece na otvorena pitanja o očuvanju okoliša. Na kraju rada prikazan je projekt „Mali ekolozi - budući čuvari planeta Zemlje“, proveden u dječjem vrtiću Ivankovo, koji kroz različite aktivnosti i poticaje razvija ekološku svijest kod djece. Rad završava zaključkom koji sažima ključne spoznaje i rezultate istraživanja.The topic of this paper focuses on the education and upbringing of children for a sustainable future, with a particular emphasis on developing their environmental awareness and understanding of sustainable development issues. In the context of increasingly prevalent environmental challenges, such as climate change, environmental pollution, and biodiversity loss, education for sustainable development becomes fundamental in shaping future generations. The preschool period is crucial, as it forms the foundation for the development of children's attitudes, values, and behaviors in the future. The paper is structured into theoretical, research, and project sections. The theoretical section comprises six chapters: the first chapter discusses the importance of environmental awareness and the integration of environmental topics into the kindergarten curriculum; the second chapter emphasizes the significance of a comprehensive approach within preschool institutions' curricula; the third chapter presents approaches and methods for explaining the concept of climate change to children in a simple way; the fourth chapter analyzes the role of educators in education for a sustainable future; the fifth chapter examines the skills children need for responsible behavior; and the sixth chapter focuses on the implementation of project-based learning in preschool education. The research section of the paper includes a quantitative study based on the results of the quiz "Let's Protect Our Planet," and a qualitative study analyzing children's responses to open-ended questions about environmental conservation. The final section presents the project "Little Ecologists – Future Guardians of Planet Earth," conducted at the Ivankovo kindergarten, which, through various activities and incentives, fosters environmental awareness in children. The paper concludes with a summary of key insights and research findings
Children with Down syndrome and music: representation in Croatian language literature
No full textZavršni rad istražuje zastupljenost literature na hrvatskom jeziku o radu s djecom s Downovim sindromom i glazbom s posebnim naglaskom na specifične potrebe i poteškoće ove populacije. Analizom dostupne literature na hrvatskom jeziku utvrđeno je da postoji značajan nedostatak specifičnih istraživanja i teorijskih radova na hrvatskom jeziku usmjerenih isključivo na djecu s Down sindromom. Većina literature bavi se općim utjecajem glazbe na djecu s teškoćama u razvoju, ne uzimajući u obzir individualne karakteristike i izazove djece s Down sindromom. Rad naglašava važnost prilagođenih glazbenih terapija koje mogu poboljšati psihofizičke i kognitivne sposobnosti djece te ukazuje na potrebu za daljnjim istraživanjima koja bi pružila empirijski podržane smjernice za rad s ovom populacijom. Krajnji cilj je potaknuti interdisciplinarni pristup u terapiji i edukaciji djece s Down sindromom, koristeći glazbu kao učinkovit instrument za njihov optimalan razvoj i integraciju u društvo.This paper investigates the representation of literature in the Croatian language on work with children with Down syndrome and music with special emphasis on the specific needs and difficulties of this population. An analysis of the available literature in the Croatian language showed that there is a significant lack of specific research and theoretical works in the Croatian language focused exclusively on children with Down syndrome. Most of the literature deals with the general impact of music on children with developmental disabilities, without considering the individual characteristics and challenges of children with Down syndrome. The paper emphasizes the importance of customized music therapies that can improve the psychophysical and cognitive abilities of children and indicates the need for further research that would provide empirically supported guidelines for working with this population. The ultimate goal is to encourage an interdisciplinary approach in the therapy and education of children with Down syndrome, using music as an effective instrument for their optimal development and integration into society
Psychological aspects of communication disorders in childhood
No full textGovorno-jezični i komunikacijski poremećaji postaju sve češći problem današnjice. Kako većina razvojnih ili stečenih poteškoća utječe na svakodnevicu djece, tako utječu jezični, govorni i komunikacijski poremećaji. Komunikacijski poremećaji mogu negativno utjecati na razvoj djece poput emocionalnog i socijalnog razvoja te na akademski uspjeh i odnose među vršnjacima i u obitelji. Zbog otežanog izražavanja misli i osjećaja, djeca s ovim teškoćama mogu biti frustrirana, potištena, depresivna i anksiozna. Osim toga, djeca mogu imati problema s vršnjacima, ali i sa najužim članovima obitelji poput braće i sestara. Zbog zabrinutosti što se tiče sve većeg broja djece na koje utječu ove teškoće, cilj ovoga istraživanja je ustanoviti na koje sve aspekte života djece utječu komunikacijski poremećaji, koji su psihološki aspekti te istražiti načine podrške i rane intervencije.Speech, language, and communication disorders are becoming increasingly prevalent in today's society. According to research, as many as 2,500 to 3,000 children enter the primary school system each year. Just as most developmental or acquired difficulties affect children's daily lives, so too do language, speech, and communication disorders. Communication disorders can negatively impact children's development, including emotional and social development, academic success, and relationships with peers and family members. Due to the inability to express thoughts and feelings, children with these difficulties may experience frustration, depression, and anxiety. Additionally, these children may have problems with peers as well as with close family members such as siblings. Given the growing concern about the increasing number of children affected by these disorders, the aim of this study is to identify all aspects of children's lives affected by communication disorders, explore the psychological aspects, and examine ways to provide support and early intervention
Visual representation of movement and dance motifs in children of early and preeschool age
No full textDjeca od najranije dobi nastoje različite svakodnevne aktivnosti, situacije, događanje, iskustva i osjećaje prenijeti na papir. Njihov likovni izričaj postepeno se razvija, što znači da postaje konkretniji i detaljniji. Razvojem sposobnosti likovnog izražavanja djeca istražuju različite pristupe u prikazu pokreta. Preciznost postaje sve uspješnija u likovnom izričaju pokreta s povećanjem dobi djeteta. Cilj istraživanja bio je utvrditi na koji način djeca rane i predškolske dobi likovno prikazuju pokret preko motiva plesa s obzirom na dob djeteta. Istraživanje je provedeno na uzorku od 50 djece predškolske dobi koja su trebala likovno prikazati pokret preko motiva plesa (balet i breakdance). Rezultati ukazuju na to da je dob djeteta utjecala na sposobnost i način prikaza plesa u likovnom izrazu, dok je spol djeteta utjecala na odabir vrste plesa za likovni prikaz.Children from an early age strive to transfer various daily activities, situations, events, experiences, and emotions onto paper. Their artistic expression gradually develops, becoming more concrete and detailed. As their ability for artistic expression evolves, children explore different approaches to depicting movement. Precision in depicting movement becomes more successful with age. The aim of this research was to determine how young children and preschoolers artistically depict movement through the theme of dance, considering the child's age. The research was conducted on a sample of 50 preschool children who were asked to depict movement through the theme of dance (ballet and breakdance). The results indicate that the child's age influenced their ability and approach to depicting dance in their artwork, while the child's gender influenced the choice of dance style for artistic depiction
Support and the role of educators in education of preschool children with separation anxiety
No full textOvaj rad prikazuje pregled literature o separacijskoj anksioznosti kod djece predškolske dobi i istražuje njene uzroke, simptome i utjecaj na emocionalni i socijalni razvoj djeteta. Separacijska anksioznost razvojna je faza u kojoj dijete doživljava intenzivan strah i nelagodu pri odvajanju od roditelja ili primarnih skrbnika. Rad prikazuje kako se anksioznost može manifestirati u svakodnevnom životu djeteta te kako prepoznati njezine znakove i simptome. Analizirani su ključni čimbenici koji utiču na razvoj separacijske anksioznosti, uključujući temperament djeteta, stil roditeljstva i ranija iskustva. Također, rad opisuje ulogu odgojitelja u prepoznavanju i smanjenju simptoma kroz pružanje emocionalne podrške i suradnju s roditeljima. Dakle, separacijska anksioznost normalna je razvojna pojava, ali može imati dugoročne posljedice ako se ne prepozna i ne intervenira na odgovarajući način.This paper provides an overview of the literature on separation anxiety in preschool children and investigates its causes, symptoms and impact on the child's emotional and social development. Separation anxiety is a developmental stage in which a child experiences intense fear and discomfort when separated from parents or primary caregivers. The work shows how anxiety can manifest itself in the daily life of a child and how to recognize its signs and symptoms. The key factors influencing the development of separation anxiety were analyzed, including the child's temperament, parenting style and previous experiences. Also, the paper explores the role of educators in recognizing and reducing symptoms through providing emotional support and cooperation with parents. So, separation anxiety is a normal developmental phenomenon, but it can have long-term consequences if it is not recognized and intervened in an appropriate way
International Eco-schools in Croatia
No full textEkologija kao grana znanosti bavi se proučavanjem odnosa svih organizama i njihovoga okoliša, a kako djeca od najranije dobi uče i promatraju svijet oko sebe svim svojim osjetilima, potrebno ih je od najranije dobi izlagati aktivnostima vezanima uz ekologiju. Međunarodni program Eko-škole program je koji uključuje sve odgojno-obrazovne institucije u jedan projekt čiji je zajednički cilj očuvanje okoliša te razvoj svijesti o važnosti brige o okolišu. Tom projektu pridružuju se iznova sve više dječji vrtići u kojima odgojitelj ima ključnu ulogu. On je osoba koja osmišljava, planira i provodi aktivnosti sa djecom rane i predškolske dobi u dječjem vrtiću, a u ovom su se radu izdvojila četiri od ukupno 87 dječjih Eko-vrtića, odnosno njihove Eko- aktivnosti koje provode sa djecom u dječjem vrtiću. Cilj ovoga rada je prikazati ulogu ekološkoga odgoja i funkcioniranje Eko-škola u Republici Hrvatskoj.Ecology as a branch of science deals with the study of the relationship between all organisms and their environment, and as children learn and observe the world around them from an early age with all their senses, it is necessary to expose them to activities related to ecology from an early age. The International Eco-School Program is a program that includes all educational institutions in one project whose common goal is to preserve the environment and develop awareness of the importance of environmental care. More and more kindergartens in which the teacher plays a key role are joining this project. He is the person who designs, plans and implements activities with children of early and preschool age in kindergarten, and in this paper, four of the total of 87 children's Eco-kindergartens, i.e. their Eco-activities that they implement with children in kindergarten, were singled out. The aim of this paper is to present the role of environmental education and the functioning of Eco-schools in the Republic of Croatia
Computer unplugged as a method of development of digital competences in preschool education
No full textU završnom radu analiziran je razvoj digitalnih kompetencija bez upotrebe računala u predškolskom odgoju i obrazovanju. Cilj je rada bio na temelju pregleda postojeće relevantne literature utvrditi koje su mogućnosti razvoja digitalnih kompetencija kod djece predškolske dobi bez upotrebe računala. Pokazalo se da se za procjenu vještina računalnog mišljenja kod djece predškolske dobi mogu koristiti različite metode, kao što su promatranje djece kroz igru i rješavanje zadataka, provođenje aktivnosti temeljenih na pričama, analiza djetetova korištenja digitalnih alata i platformi, promatranje djetetova rada s robotičkim igračkama, analiza djetetovih projekata i radova, procjena na temelju suradničkog rješavanja problema, analiza rješavanja logičkih slagalica, provođenje intervjua itd. Međutim, riječ je o kvalitativnim metodama koje nisu same po sebi pouzdane, koje zahtijevaju određeno vrijeme i znanje istraživača, a ponekad i djetetovo poznavanje rada s određenim digitalnim alatima, pa je nužno razviti pouzdane procjene vještina računalnog mišljenja kreirane posebno za djecu predškolske dobi. Utvrđeno je da se razvoj računalnog mišljenja kod djece predškolske dobi može poticati bez upotrebe računala, i to kroz aktivnosti kao što su slaganje logičkih slagalica, Lego kocaka i igranje Memoryja, stvaranje priča i kreiranje scenarija, igranje s robotičkim igračkama, sekvenciranje radnje, igranje uloga, kreativno rješavanje problema poput slaganja Rubikove kocke, rješavanje matematičkih zadataka kroz igru, zajedničke projekte i timske aktivnosti, provođenje jednostavnih eksperimenata i sl. Komparativna usporedba učinka razvoja računalnog mišljenja kod djece predškolske dobi bez i s upotrebom računala pokazala da aktivnosti za razvoj računalnog mišljenja bez upotrebe računala kod djece predškolske dobi imaju veći učinak u odnosu na aktivnosti za razvoj računalnog mišljenja uz upotrebu računala. Završni rad sadrži i dva primjera aktivnosti za razvoj računalnog mišljenja bez upotrebe računala kod djece predškolske dobi koje mogu provoditi odgojitelji.This paper analyzed the development of digital competences without the use of computers in preschool education. The aim of the paper was to determine, based on a review of existing relevant literature, what are the possibilities of developing digital competences in preschool children without the use of computers. It has been shown that various methods can be used to assess computational thinking skills in preschool children, such as observing children through play and solving tasks, carrying out activities based on stories, analyzing the child's use of digital tools and platforms, observing the child's work with robotic toys, analysis of the child's projects and works, assessment based on collaborative problem solving, analysis of logical puzzle solving, conducting interviews, etc. However, these are qualitative methods that are not inherently reliable, requiring a certain amount of time and knowledge of the researcher, and sometimes the knowledge of the child working with certain digital tools, so it is necessary to develop reliable assessments of computational thinking skills created especially for preschool children. It has been established that the development of computational thinking in preschool children can be encouraged without the use of computers, through activities such as putting together logical puzzles, playing Lego blocks and playing Memory, creating stories and creating scenarios, playing with robotic toys, sequencing actions, role-playing , creative problem solving such as solving a Rubik's cube, solving mathematical problems through play, joint projects and team activities, conducting simple experiments, etc. A comparative comparison of the effect of developing computer thinking in preschool children without and with the use of computers showed that activities for the development of computer thinking without the use of computers in preschool children have a greater effect compared to activities for the development of computational thinking with the use of computers. This paper also contains two examples of activities for the development of computational thinking without the use of computers in preschool children that can be carried out by educators
The influence of art center enrichment on children's artistic expression
No full textCilj je ovoga rada istražiti utjecaj obogaćivanja likovnog centra na dječji likovni izraz. Prirodno je da se djeca svakodnevno likovno izražavaju koristeći dostupne materijale iz okoline. Djeca svojim likovnim izrazom ponekad prikazuju svoje osjećaje te na taj način odrasli mogu shvatiti kako se ona nose s određenim situacijama. Analizom dječjih radova kroz duže vremensko razdoblje može se pratiti njihov napredak i u likovnom području i u ostalim aspektima njihova života. Obogaćivanjem likovnog centra djeca imaju priliku isprobati nešto novo ili nešto što nemaju priliku koristiti svakodnevno te se uočava kako će djeca reagirati na nove poticaje. Poticaji mogu povećati dječji interes za stvaranje ili baš suprotno, uopće ga ne probuditi. Istraživanje je kvalitativnoga tipa te se provelo koristeći metodu protokola promatranja bez sudjelovanja. Provedena je triangulacija, tj. analiza koja se provela u dva dijela: prvo se napravila analiza dnevnika s bilješkama, a zatim analiza sadržaja prikupljenih dječjih radova i aktivnosti. Zaključno, istraživanje je ukazalo na to da djeca neovisno o ponudi proširenih materijala sudjeluju u aktivnostima koje im privuku pozornost, ali također i na to da samo raspoloženje djece ima velik utjecaj na dječju produktivnost.The aim of this paper is to explore the influence of enriching the art center on children's artistic expression. It is natural for children to express themselves artistically on a daily basis using available materials from the environment. Children through their artistic expression sometimes show their feelings and that's how the adults can understand how children cope with certain situations. By analyzing children's works over a longer period of time, it is possible to track their progress both in the field of art and in other aspects of children's life. By enriching the art center, children have the opportunity to try something new or something that they do not have the opportunity to use on a daily basis, and it is noticed how children will react to new incentives. Stimulus can increase children's interest in creation or on the contrary, not awaken it at all. The research is qualitative and was conducted using the method of non-participation observation protocols. Triangulation was carried out, i.e. the analysis was done in two parts, first an analysis of the log with notes, and then the analysis of the content over the collected photographs. In conclusion, the research has shown that children, regardless of the offer of expanded materials, participate in activities that attract their attention, but also the mood that children are in has a great impact on children's productivity
Self-assessment of the digital competence of future teachers
No full textRazvoj tehnologije unapređuje svaku ljudsku aktivnost. Veliki skok u razvoju odgojno-obrazovnog sustava dogodio se integracijom informacijske i komunikacijske tehnologije u nastavni proces. Učitelji i učenici suočavaju se s novim izazovima te trebaju posjedovati što više kompetencija kako bi mogli sudjelovati u svim aktivnostima na što kvalitetniji način, a upravo digitalne kompetencije nude niz mogućnosti za osobni i profesionalni razvoj. U ovom radu ukratko su definirane digitalne kompetencije te napravljen pregled dosadašnjih istraživanja na temu samoprocjena digitalnih kompetencija. Osim toga, u radu su predstavljeni rezultati istraživanja o samoprocjenama digitalnih kompetencija budućih učitelja, načinima stjecanja digitalnih kompetencija i o procjenama digitalnih kompetencija kolega studenata. Za potrebe istraživanja izrađen je upitnik koji je popunilo 195 budućih učitelja u Osijeku. Rezultati su pokazali da je 88,21 % ispitanika budućih učitelja upoznato s pojmom digitalne kompetencije. Budući učitelji svoje digitalne kompetencije samoprocjenjuju uglavnom kao izvrsne i vrlo dobre, a digitalne kompetencije svojih kolega procjenjuju kao vrlo dobre. Pri stjecanju digitalnih kompetencija ispitanici su naveli da su im najviše pomogle radionice, seminari i razni programi, primjerice Kahoot. Zaključno, među ispitanicima 67,18 % budućih učitelja smatra da su digitalne kompetencije u potpunosti važne u odgoju i obrazovanju.The development of technology improves every human activity. A big leap in the development of the educational system took place with the integration of information and communication technology into the teaching process. Teachers and students face new challenges and need to have as many competencies as possible in order to be able to participate in all activities in the best possible way, and precisely digital competencies offer a number of opportunities for personal and professional development. In this research, digital competences are briefly defined and an overview of previous research on the topic of self-assessment of digital competences. In addition, the paper presents the results of research on self-assessments of digital competences of future teachers, ways of acquiring digital competences and assessments of digital competences of fellow students. A questionnaire was made for the needs of the research and it was filled out by 195 future teachers. The results showed that 88.21 % of future teachers were familiar with the concept of digital competence. Future teachers self-assess their digital competences mostly as excellent and very good, and the digital competences of their colleagues self-assess as very good. When acquiring digital competences, respondents indicated that they were most helped by workshops, seminars and various programs such as Kahoot. In conclusion, 67.18 % of future teachers believe that digital competences are completely important in education